Teaching and Learning at West Ewell Primary School – Key Stages 1 and 2
At West Ewell Primary School we follow the National Curriculum in Key Stages 1 and 2 and our curriculum is driven by the 3Is model: Intent, Implementation and Impact. We are constantly focused on what we want the children to learn (Intent), how we are going to teach (Implementation) and the Impact of that teaching.
High quality teaching leads to deep learning. Assessment for learning drives teaching at West Ewell Primary School and Nursery. Teachers plan together in their year groups and deliver engaging lessons that are tailored to the needs of the individual children in their class. Assessment is ongoing and allows teachers to move children’s learning on.
Subject leads and senior leaders regularly drop into lessons, speak to the children about their learning, and look at planning and books. Regular moderation of work samples ensures a consistency in the judgements we make. Further moderation of work samples across the Bourne Education Trust’s schools and with the Local Authority advisors ensure our judgements are accurate.
What does high quality teaching and learning look like?
We all learn in slightly different ways and by using a range of teaching styles and experiences we aim to foster in the children a love of learning. A passion for enquiry is essential and something we greatly encourage. We want the children to be learners who question.
We encourage children to challenge themselves and to have an ‘I can’ attitude and we support them to achieve things they perhaps thought beyond them.
Secure subject knowledge is paramount and our subject leads advise colleagues and keep them up to date with advances in educational thinking.
The pitch of each lesson is built upon an understanding of the children’s prior knowledge and skills – a key aspect of our assessment for learning approach.
We are clear about the Intent of our curriculum. We think carefully about what we teach, why we teach it, and when we teach it. The children’s learning experiences are structured so that it allows them to make connections with previous and future learning. In this way we ensure a curriculum that is sequenced well and learning that is progressive.
We place a huge value on immediate feedback so that children leave a lesson knowing what they have achieved and what they can do to improve. We value the power of talk and build into our lessons frequent opportunities for children to discuss their learning with their peers.
Differentiation is key to ensuring the learning needs of all children are met. This might be through adjusting learning tasks for specific children or it might be through allowing children to choose from a range of different challenges or through targeted adult support. Interventions are planned to ensure children will gain maximum benefit from upcoming lessons (pre-teach) or catch-ups held for those that need a little more time on an aspect of new learning.
Our classrooms are well-organised, with carefully planned displays and working walls that are current, celebrate excellent learning and enable children to reinforce newly acquired skills.
We promote increasing independence as the children move through our school.
Children come to us with a huge range of experiences but we know that some have many more opportunities than do others. Our approach to ‘Cultural Capital’ seeks to ensure that children at West Ewell Primary School get to encounter a wide range of experiences that will help to prepare them for the next stage of their learning journeys and ones that will enrich their time with us.
For our staff, a programme of Continuing Professional Development is in place and we work closely with other schools to share best practice. We have a number of staff who are sought by other schools for their particular expertise in different areas.